DEVELOPMENT OF E-LEARNING INSTRUCTIONAL MODEL

DEVELOPMENT OF E-LEARNING INSTRUCTIONAL MODEL ON AUTOMOTIF BASIC TECHNOLOGY OF VOCATIONAL HIGH SCHOOL

Ismail¹, Syahril², Remon Lapisa³

¹²³Fakultas Teknik

Universitas Negeri Padang

Corresponding author email: ismail181215@gmail.com

 

ABSTRACT

Technological developments can affect the development of the world of education, one of which is the use of internet technology in teaching and learning activities with e-learning learning models in accordance with 21st century students. This study aims to improve student learning outcomes in basic automotive technology subjects at Batam Hang Nadim Vocational School. Validity, practicality and effectiveness. This research uses the Research and Development (R and D) research method, and the 4D development model. The research instrument consisted of a questionnaire assessment of learning models, assessment of material, and guidance guidelines for students and questionnaires for teacher and student responses. The results of the study: (1) The validity of the e-learning learning model is valid with a value of 86.91%, the validity of the student learning guide is valid with a value of 87.61% and the material aspects are valid with a value of 88.24% (2) Practicality of the learning model e-learning based on the teacher's response is stated to be practical with a value of 86.00%, and based on student responses stated practical with a value of 84.70% (3) The effectiveness of e-learning learning models in the medium category with a value of 0.6 from the Gain Score test declared effective in improving student learning outcomes. Based on the findings of this study, it was concluded that e-learning learning model is valid, practical, and effective to be used as a learning model in the subject of automotive basic technology, can be applied to students who have internet access facilities, and can be used in technology literacy.

Keywords: Instructional Model, E-learning, Validity, Practicality, Effectiveness

I.    INTRODUCTION

The use of one of the learning models with e-learning systems like this will make it easier for each student to find and find information related to learning anywhere, not bound by space and time and can be accessed quickly and easily. Changes in the learning strategy paradigm from teacher-centered to student-centered encourage students to use e-learning as one of the learning models that are assumed to be student-centered. E-learning learning models can also be used to overcome the limitations of classrooms as well as distance and time constraints in the implementation of teaching and learning activities. In this study the development of the E-learning learning model will be limited: Utilization of e-learning, file form/variation of E-learning learning materials. Learning outcomes are the development of the E-learning learning model. The objectives to be achieved in this study are to develop an E-Learning learning model at Hang Nadim Batam Vocational School in the X-grade Automotive Technology Lessons of Business and Motorcycle Engineering at Hang Nadim Vocational School Batam, and then test the Validity, Practicality and Effectiveness of E-Learning in Hang Nadim Vocational School Batam in the X-grade Automotive Technology Lessons of the Hang Nadim Vocational School of Business and Motorcycle Engineering in Batam.

II.       LITERATURE REVIEW

Learning models E-learning is distance learning that utilizes computer technology, computer networks or the internet. Kumar (2002), explains the learning model E-learning is a learning that uses electronic circuits (LAN, WAN, or internet) to convey the contents of learning, interaction, or guidance.

The relevant research is Sutrisno (2016) Development of E-Learning Based Learning Models in Vocational Digital Simulation Subjects in South Lampung Regency. Hendra Dani Saputra (2016). Development of E-learning Learning Model in Class X Basic Automotive Electrical Engineering Subjects of Light Vehicle Engineering 1 Public High School Lintau Buo.

III.    METHOD

The method used in this study is research and development. In research and development methods there are several types of models. The model used is the development of a 4-D model. The 4-D development model (Four D) is a model for developing learning devices. This model was developed by Thiagarajan (1974: 5). The 4D development model consists of 4 main stages, namely: Define (Defining), Design (Design), Develop (Development) and Disseminate (Deployment).

This research was conducted on students of Batam Hang Nadim Vocational School on the subject of basic technology in automotive class X in business and motorcycle engineering. The process of development in research that is in accordance with the Four D (4D) development model, has four stages:

1.     Finding Stage (Define)

a.   Observation

b.   Analyze and repeat books on Automotive Basic Technology subjects

2.     Design Phase (Design)

·     Compilation of benchmark reference tests

·     Selection of media (media selection)

·     Designing a prototype

·     Making E-learning based learning models

3.     Development Phase (Develop)

·     Validation stage

·     Developmental testing

·     Practical stage

·     Stage of effectiveness

4.     Stage of Spread (Disseminate)

IV.    RESULTS AND DISCUSSIONS

Based on observations made on learning Automotive Basic Technology subjects at Batam Hang Nadim Vocational School. The researcher found several problems and obstacles in the learning process. The problems found include the low learning outcomes of students of class X TBSM Automotive Basic Technology Subjects in Batam Hang Nadim Vocational School.

4.1.   Developmental Testing

Trials of devices that have been developed for evaluation were carried out. At this stage the steps are as follows:

1)   Validity Stage

Validation activities are carried out in the form of filling in the validation sheet and discussion in the form of a model and material validation questionnaire until an e-learning learning model is obtained that is valid and feasible to use. The one who serves as a validator here is an instructional expert lecturer who is also a material expert (Dr. Ambiyar, M.Pd and two subject teachers Nazarudin, M. Kom and Drs. Defiyandi). The results of the learning model validation can be seen in Table 1 below:

Table 1. The results of model and material validities

No	Validity aspect	Persentation of Value				Category
		V1	V2	V3	Average
A	Content Standard	86.67	86.67	83.33		Valid
B	Model Supporting Theory	80.00	90.00	90.00	86.67	Valid
C	Language Standard	88.89	91.11	82.22	87.41	Valid
D	Web Site E-learning Components	93.33	80.00	86.67	86.67	Valid
Persentation (%)		87.41	87.04	86.30	86.91	Valid

The average validation of the learning model can be taken from three validators namely 86.91%, so it can be concluded that the E-learning model belongs to the "Valid" category. Furthermore, the results of material validation can be seen in Table 2:

Table 2 The result of E-learning model validity

No	Validity Aspects	Persentation of Value				Category
		V1	V2	V3	Average
A	Writing Format	85.00	85.00	90.00	86.67	Valid
B	Language	86.67	93.33	86.67	88.89	Valid
C	Introduction	91.43	91.43	91.43	91.43	Valid
D	Aspect of Content	83.33	86.67	86.67	85.56	Valid
E	Evaluation System	83.33	86.67	86.67	85.56	Valid
Average		85.95	88.62	88.29	87.62	Valid

The overall over all material validation can be taken, which is 88.24%, so it can be concluded that the material is in the "Valid" category. Furthermore, the Validation Results of Student Learning Guides can be seen in table 4.3:

Table 3 The results of learning material validity

No	Validation Aspect	Persentation of Value				Category
		V1	V2	V3	Average
A	Eligibility of Content Aspect	89.09	89.09	89.09	89.09	Valid
B	Eligibility of Presentation Aspect	88.00	88.00	92.00	89.33	Valid
C	Eligibility of Language Aspect	84.29	85.71	91.43	87.14	Valid
Average		86.14	86.86	91.71	88.24	Valid

It can be taken the overall over all validation of the student study guide which is 87.62%, so it can be concluded that the guide is in the "Valid" category.

2)   Practicality Stage

At this stage a trial was conducted, limited to 27 students of the TBSM class X and 2 teachers with one test. The trial was conducted to see the practicality of the E-learning model that had been designed by filling out the questionnaire that had been provided to students and teachers.

Table 3 Practicality of E-learning model

No	Practicality Variables	Persentation of Value			Category
		G1	G2	Average
1	Attractiveness	86.67	93.33	90.00	Praktis
2	Development Process	86.67	83.33	85.00	Praktis
3	Ease of Use	86.67	83.33	85.00	Praktis
4	Function and Usability	80.00	86.67	83.33	Praktis
5	Reliability	86.67	86,66	86.67	Praktis
Average		85.33	86.67	86.00	Praktis

The data obtained from the overall recapitulation were 86.00%. In accordance with the table of level of practical achievement, it can be concluded that the E-learning learning model developed is "Practical".

Practical trials aim to determine the practicality of the development of E-learning learning models. Practical testing is done by asking for opinions from teachers and students through a practical questionnaire. From the practicality test by teachers and students it is known that the E-learning learning model is in the practical category to be used as a learning model. The results of the practical assessment of the E-learning learning model based on the teacher's response show that the components of attraction, the process of development, function and reliability are included in the practical category, as stated by Husamah (2014: 129).

3)   Effectiveness Stage

The effectiveness test was carried out by pretest and posttest. Pretest was performed 3 times, from 4 times planned because of very limited time and besides from the results of the average pretest the stability of value acquisition. The posttest was carried out at the end of the learning process, which was on August 20, 2018 for the first posttest, August 27 and September 3 2018 for the 2nd and 3rd posttest. The instruments were 40 multiple-choice tests. Before the test is given a test of the problem first and analyzed, the analysis is in the form of distinguishing analysis and difficulty index. After analyzing the results of the trial test, there were 35 questions that were still used and 5 items that were discarded

In analyzing the effectiveness of the learning model carried out by analysis of Time Series Design.

a.   Consistency Value

For effectiveness learning, this study is designed using Quasi Experimental Design in the form Time Series Design, the good result of pretest is O1=O2=O3=O4. While, a lot of treatment influence is (O5+O6+O7+O8) – (Oi+O2+O3+O4). Treatment have been able to be conducted if pretest value has shown consistency (Sugiyono, 2015:507)

Based on pretest and posttest result on the Table 4.8, the average value that is obtained of 1st pretest is 41, the 2nd pretest is 43 and 3rd pretest is 43. For 1st posttest is 73, 2nd posttest is 77 and 3rd posttest is 80.

b.   N-Gain Test

The result of the N-Gain test that has conducted can be seen below.

N-Gain  = 0,6

The results of the N-Gain test seen from the table range include the category "Medium" development of this learning media is "Effective" For the N-Gain test for all students obtained as in Table 4.

Table 4 Range of N-Gain Test

No	Category	Number of Students
1	High	6
2	Medium	18
3	Low	3

From the data presented in table 4.9 obtained, students of N-Gain students who get the medium and high category reach 24 students, if the percentage is calculated 88.89%.

V.    CONCLUSIONS

Based on the results of research on the development of e-learning based learning models that have been carried out, the following conclusions are obtained:

1.       The e-learning based learning model developed is included in the category of valid, practical and effective.

2.       The e-learning based learning model can improve the learning outcomes of class X students in Business Engineering and Motorbike Subjects in the Automotive Technology Basics of Hang Nadim Vocational School Batam.

         While the implications of the e-learning based learning model are as follows:

1.       An e-learning based learning model can be applied to students / students who have easy internet access facilities and have the ability to use computers and the internet because e-learning based learning in question is online learning that utilizes internet access in learning

2.       The e-learning based learning model can be applied to situations that support online learning, in the form of web learning or related links to several pages on the internet, the network to access learning materials provided online and have learning planning to do a learning-based model e-learning.

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Arsyad, Azhar. 2013. Media Pembelajaran. Jakarta: Rajawali Pers

Arsyad, Azhar. 2011. Media Pembelajaran. Jakarta: Raja Grafindo Persada.

Arsyad, Azhar. 2006. Media Pembelajaran. Jakarta: Raja Grafindo Persada

Fathurrohman dan Sutikno. 2010. Strategi Belajar Mengajar. Bandung: Refika Aditama.

Garrison, D Randy.2012. Blended Learning in Higher Education. London: Jossey-Bass

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